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1
Bryant, Pauline. "Communication in problem based learning." Thesis, University of East Anglia, 2018. https://ueaeprints.uea.ac.uk/67757/.
Abstract:
In Norwich Medical School, Problem Based Learning (PBL) is one of many ways in which undergraduates are supported to learn. PBL is an instructional design model that was first introduced into medical schools in Canada in the 1960s and subsequently spread worldwide. Thousands of medical students now learn in PBL groups. The method has attracted considerable enthusiasm but also controversy. Arguments as to whether PBL is better than traditional teaching were played out in the medical literature but specific guidance for it was lacking. The aim of my research was to consider the learning environment of the PBL tutorial group and identify ways in which to maximise the learning potential. Using Conversation Analysis (CA) I explored communication in PBL groups and identified specific communicative elements that were used by tutors to facilitate elaborative dialogue to take place between learners. I also identified contextual factors that inhibited effective communication from taking place. The findings from my study can be used by PBL tutors to improve elaborative dialogue between learners. Others wishing to examine their own practices can replicate the research methods. The methods can be applied to other disciplines and organisations. I hope this will serve as a starting point to encourage institutions and individual tutors to explore ways to enhance communication in PBL tutorial groups and enrich the learning experiences for students.
2
Pedaste, Margus. "Problem solving in web-based learning environment /." Online version, 2006. http://dspace.utlib.ee/dspace/bitstream/10062/1213/5/pedastemargus.pdf.
3
David, Iuliana. "Road Traffic Safety Problem Based Learning Module." Thesis, Linköping University, Department of Science and Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14691.
Abstract:
Road traffic safety has increasingly become in need of educated road safety professionals, as the number of accidents in the World Health Organization member countries exceeds one million. The profession itself is transitioning from experience based decision making to empirical, theoretical and mathematical based solutions. However, road traffic safety is a multidiscipline, crossing over many fields and requiring a high degree of communication between different institutions. There are very few institutions that provide programs in the field; furthermore, they employ traditional lecture-based teaching methods. The traditional teaching environment does not fulfill the educational needs of future traffic safety professionals due to its rigidity and lack of problem solving exercises.
An alternative method, namely problem based learning, is recommended as an alternative teaching method in this paper. The thesis is constructed in such a way as to develop a complete road traffic safety educational module at graduate and post graduate level.
The theoretical basis on which a road traffic safety module is later built is presented in the first part of the thesis. Major concepts in road traffic safety, as well as problem based learning methods are investigated. In addition, a literature review SWOT analysis based on literature is conducted.The module development consists of establishing the road traffic safety learning goals for each segment in the module, appropriate assessment criteria and group work format. The module contains gradual difficulty level problems, starting from the easiest topic and easiest format (closed ended problem) and ending with the hardest topic and hardest format (open ended problem).
The last section employs the SWOT analysis findings in the theoretical section to develop a SWOT analysis of the road traffic safety module presented in the thesis.
4
Iseri, Gokmen Selcen. "Effects Of Problem Based Learning On Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609414/index.pdf.
Abstract:
The purpose of the study was to investigate the relative effect of problem based
learning with a non local perspective (PBL1), problem based learning with a local
perspective (PBL2) and traditionally designed environmental education (TRD)
lectures on elementary school (7th grade) students&rsquoenvironmental attitude
specifically by the 3 dimensions as
general environmental awareness, general attitude toward solutions, and awareness of individual responsibility. The sample consisted of 95 7th grade students from a public elementary school in Nigde. Three classes instructed by the same science teacher are randomly assigned as control group and experimental groups. All the groups were taught the topic &ldquo
Why do ecosystems change?&rdquo
for four weeks. On the other hand, the control group was taught through TRD, one of the experimental groups was taught through PBL with a non local perspective, and the other experimental group was taught through PBL with a local perspective. Students in TRD group received an instruction based on teacher explanations and textbooks. On the other hand, the experimental groups dealt with ill- structured real life problems working in small groups. The problem of PBL1 group was selected as &ldquo
the declining environmental conditions of Manyas Lake&rdquo
and the problem of PBL2 group was selected as &ldquo
the declining v environmental conditions of Akkaya Dam in Nigde&rdquo
to create a non local / local difference between the experimental groups. Environmental Attitude Questionnaire (EAQ) was administered to all groups as pre-test to determine the prior environmental attitude. The worksheets, on the other hand, used by experimental groups in their group work were examined to reveal the quality of the process. After the treatment, EAQ was administered to all groups as a post-test to compare the effectiveness of PBL1, PBL2 and TRD on students&rsquo
environmental attitude. Analysis of covariance (ANCOVA) was performed to investigate the effect of traditionally designed EE, Problem Based designed EE, and Problem Based with a local perspective designed EE on students&rsquo
general environmental awareness, awareness of individual responsibility and general attitude toward solutions when students&rsquo
prior general environmental awareness, prior awareness of individual responsibility and prior general attitude toward solutions are controlled. The results of the study revealed that, students in PBL2 group had significantly more positive environmental attitudes in general environmental awareness and general attitude toward solutions dimensions than TRD group and in all three dimensions of the questionnaire than PBL1 group. Moreover, TRD group had significantly more positive attitude than PBL1 group in students&rsquo
awareness of individual responsibility determined after the treatment.
5
An, Yun-Jo. "Collaborative problem-based learning in online environments." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219913.
Abstract:
Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006."Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2121. Adviser: Charles Reigeluth.
6
Leary, Heather M. "Self-Directed Learning in Problem-Based Learning Versus Traditional Lecture-Based Learning: A Meta-Analysis." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1173.
Abstract:
Problem-based learning is a student-centered, inquiry-based approach that builds problem-solving skills. Reviews of problem-based learning, as compared to traditional lecture-based learning, report modest positive gains in cognitive outcomes. Many metaanalyses have been conducted to analyze the effectiveness of problem-based learning, but none have examined self-directed learning in the context of problem-based learning. The purpose of this study was to conduct a meta-analysis across all disciplines examining the extent to which problem-based learning engenders self-directed learning compared to a lecture-based approach.
This study used a random effects model meta-analysis using 75 outcomes from 38 studies. Results indicated a statistically significant, z(74) = 7.11, p = 0.01, overall medium effect size (g = 0.45) favoring problem-based learning. A test of heterogeneity indicated genuine variance across outcomes (Q = 559.57, df = 74, p < 0.01). Subgroup analyses indicate positive effect sizes for the four components of self-directed learning with two being statistically significant: personal autonomy, g = 0.51, z(47) = 6.4, p = 0.01, and independent pursuit of learning, g = 0.66, z(2) = 3.49, p = 0.01. Two emergent subgroups were also examined. From the 23 subgroup components, 12 reported statistically significant effect size estimates above 0. Findings and conclusions provided the first synthesis of conative and affective outcomes in problem-based learning by specifically analyzing self-directed learning. From this synthesis, practitioners learn that problem-based learning promotes conative and affective skills in self-directed learning.
7
Werth, Eric Paul. "Problem-Based Learning in Police Academies adult learning principles utilized by police trainers /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
8
Alharbi, Najwa. "The Effectiveness of Hybrid Problem-Based Learning versus Manual-Based Learning in the Microbiology Laboratory." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984143/.
Abstract:
Promising results from the use of problem-based learning (PBL) as a teaching method in medical programs have encouraged many institutions to incorporate PBL into their curricula. This study investigates how applying hybrid-PBL (H-PBL) in a microbiology laboratory impacts students' higher-order thinking as compared to applying a lecture-based pedagogy. The experimental design compared the learning outcomes of two groups of students: the control group and the H-PBL group, for whom PBL cases comprised 30% of the curriculum. Both groups were taught basic skills for the microbiology lab by the same instructor. Using the traditional teaching style for the control group, the instructor offered each student what they needed for their experiments. The H-PBL group practiced experimental design, data analysis, theory proposal, and created research questions by using six study cases that were closely linked to the area of study. The outcome was measured using a pre- and post- assessment consisting of 24 questions that was designed by following Bloom's taxonomy of learning levels. A one-way ANOVA was used to analyze the data. The results showed that for the first three levels of Bloom's taxonomy— knowledge, comprehension, and application—there were no statistically significant differences between the H-PBL and control group gain scores as determined by a one-way ANOVA. For the knowledge level, f (1, 78) = .232, and p = .632; for the comprehension level, f (1, 78) = .004, and p = .951; and for the application level f (1, 78) =. 028, and p =.863. On the other hand, the gain scores for the three higher levels—analysis, evaluation, and creativity—improved for the H-PBL group. The analysis level showed statistically significant differences, with f (1, 78) = 4.012, and p = .049. Also, there were statistically significant differences in students' performance at the evaluation level, with f (1, 78) = 11.495, and p = .001, and the creativity level, with f (1,78 ) = 23.432, and p = .000. In conclusion, the study results supported the value of incorporating hybrid problem-based learning (H-PBL) into the traditional microbiology laboratory curriculum.
9
Agbeh, Anthony. "PROBLEM-BASED LEARNING IN A HOSPITALITY AND TOURISM." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1057.
Abstract:
The purpose of this study was threefold: 1) to examine the effect of the Problem-Based Learning (PBL) instructional approach on Hospitality students' content knowledge (see chapter 1); 2) to examine the effect of the PBL instructional approach on Hospitality students' critical thinking and problem-solving skills (see chapter 1); 3) to examine the effect of the Problem-Based Learning instructional approach on students' attitudes and perceptions of problem solving in Hospitality settings, in order to increase the relevance of their learning and program of study. Students in a Hospitality management course in a large mid-west university participated in this study. This study used a mixed methods approach to collect and analyze data. There were six data sources used in the study: Pre- and Post-Content Knowledge Test, pre- and post- California Critical Thinking Skills Test (CCTST) applicable to 4-year-college students, pre- and post- Measure of Epistemological Reflection Survey (a validated tool used by permission from Dr. Baxter Magolda), PBL Rubric, students' reflection journals, and instructor's observation notes. Data were analyzed quantitatively by using SPSS Version 14 to compare the pre- and post-Content Knowledge Tests and pre- and post- California Critical Thinking Skills Test (CCTST). A Wilcoxon signed ranked test, a non-parametric test, an equivalent of dependent test were used to determine a significant difference between the pre- and post-test results. Qualitative data were analyzed using the pre- and post-Measure of Epistemological Reflection (MER) survey, student reflective journal entries, and instructor's observation. The results showed that there was a significant difference between the content knowledge mean of the pre- and post-content knowledge test after teaching the students using PBL. The result also shows that there was no significant difference in the pre- and post-test of the California Critical Thinking Skill Test (CCTST) after teaching the students using PBL. The result also showed the students' problem solving skills improved after solving the four closed loop case problems. Students' perception and attitude of PBL were positive, although the students indicated some negatives, such as increase in work load, time wasted, uncertainty of their answers, and being confused at the beginning of the learning process, as this approach was new to them. Nevertheless, the findings indicated that PBL helps students to build a capacity for self-directed learning, foster team work, improve their communications skills, manage their learning time table, be active learners, find relevant and valuable information, and apply problem-solving skills. The students' attitudes and perceptions were positive and encouraging, despite encountering some issues during the intervention. These findings have theoretical, practical, and research implications.
10
Burckhardt, Gustavo. "RPG (Roleplaying games) E PBL (Problem based learning)." Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/87046.
Abstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.Made available in DSpace on 2012-10-21T13:51:35Z (GMT). No. of bitstreams: 1 224324.pdf: 2029980 bytes, checksum: 55cae55ad061a076412428d3f2b7e1e3 (MD5)
O ensino a distância cada vez mais está se firmando como um meio de ensino, sobretudo na sua modalidade de e-learning. Embora exista uma crescente capacidade dos computadores e da web na disseminação e acesso à informação, a metodologia de ensino-aprendizagem adotada ainda remete à similaridade com o processo formal e a relação professor-aluno de um ambiente presencial. Este fato limita a capacidade de aquisição e troca de conhecimento de comunidades virtuais. No caso de ensino isto torna-se um fator decisivo no sucesso da elaboração de uma estratégia via e-learning. O objetivo deste trabalho é especificar um modelo computacional de ensino-aprendizagem que redefine a relação aluno-professor em níveis compatíveis com a eficácia computacional das mídias e meios de comunicação. Para atingir tal objetivo, o modelo citado baseou-se nas premissas advindas das teorias de PBL e RPG. A prática do RPG é utilizada para desenvolver ambientes lúdicos que promovam a motivação, socialização e cooperação no modelo. O PBL fornece um marco teórico para centrar a aprendizagem, no ambiente lúdico, no indivíduo e no problema a ser resolvido. Aos efeitos de exemplificar o modelo proposto, são apresentados no trabalho três RPGs focados, respectivamente, na prevenção no uso de drogas, no treinamento de auditores ambientais, e na estratégia de ensino de diversos temas através de uma viagem no tempo. Distance Education each time more it is firming itself as a way of education, over all in its modality of e-learning. Although it exists an increasing capacity of the computers and web in the dissemination and access to the information, the methodology of teach-learning adopted still sends to the similarity with the formal process and the relation professor-pupil of an presencial environment. This fact limits the capacity of acquisition and exchange of knowledge of virtual communities. In the education case this becomes a decisive factor in the success of the elaboration of a strategy via e-learning. The objective of this work is to specify a computational model of teach-learning that redefines the relation pupil-professor in compatible levels with the computational effectiveness of the medias and communication medias. To reach such objective, the cited model was based on the premises of the theories of PBL and RPG. The practical one of the RPG is used to develop surrounding playful that promotes the motivation, socialization and cooperation in the model. The PBL supplies a theoretical landmark to center the learning, in the playful environment, the individual and the to be decided problem. To the effect of to exemplify the considered model, they are presented in the work three RPGs focused, respectively, in the prevention in the use of drugs, the training of ambient auditors, and in the strategy of education of diverse subjects through a trip in the time.
11
Tokode, Olukayode. "Collaborative knowledge construction in problem-based learning : a corpus-based study." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/42602/.
Abstract:
Background Effective disease diagnosis and treatment relies on a conceptual knowledge base that is both expansive and well-networked. The problem-based learning (PBL) curriculum is considered as being well-suited to creating this kind of knowledge. The facilitator plays a crucial role in establishing and maintaining the knowledge construction discourse as students interact to resolve case problems. An exploration of tutorial talk could provide opportunities to understand and improve verbal interactions of this nature. Many of the previous studies have only analysed a small amount of tutorial talks owing to methodological constraints, and the existing literature on the subject matter only scarcely touches upon the utility of lexicogrammatical methods for the development of an understanding of knowledge construction in medical PBL tutorials. In this research, a blend of corpus linguistics methodology and a lexicogrammatical approach was employed for the analysis of talk in 8 PBL tutorial groups in order to deepen our understanding of how students jointly construct knowledge and how the facilitator guides the process. Aims In this study, a corpus of 2,37,820 comprising eight PBL students’ and facilitators’ tutorial talk was created to achieve the following aims: I. To use the students’ subcorpus to answer the research question (1) by measuring the frequencies and describing the functions of the frequently occurring (1) referring expression indicators; (2) shared knowledge indicators; (3) knowledge extension indicators; and (4) knowledge enhancement indicators. II. To use the facilitators’ subcorpus to answer the research question (2) by measuring the frequencies and describing the functions of the commonly occurring (1) facilitators’ questions; (2) facilitators’ directive expression indicators; and (3) facilitators’ probability indicators. III: To make recommendations based on the results of the study. Methodology Wmatrix 3 was used to retrieve defined linguistic indicators relating to the research questions. A quantitative analysis of the indicators was performed through word frequency computation and a keyword-in-context analysis. Descriptive statistics with SPSS version 22 was used to computer frequency profile of the indicator functions, and the Log likelihood calculator was used to determine the variation of the functions across the eight PBL groups. Extracts from the dataset were provided to illustrate the indicators’ functions. I. Results of Students’ talk analysis The subcorpus contained 2,10,077 words. The most frequent contents of the students’ talk comprised biomedical science and cause-effect vocabularies. 1. Analysis of referring indicators There were 2,325 referring expression indicators. They were used to mark verbal expressions, amounting to 44.04%; mental expressions, amounting to 42.24%; and learning situation and materials, amounting to 13.72%. The referring expressions were used for providing peer commendation, sharing knowledge, fostering social and cognitive regulation, and for constructing knowledge; the mental referring expressions were used to generate hypotheses, achieve mutual understanding, and define group tasks; and learning referring expressions were used to share learning resources, explain concepts, as well as guide discussions and resolve conflicts. 2. Analysis of shared knowledge indicators There were 3,437 shared knowledge expression indicators, which are the following: affirmation (73%), negation (17%), and non-lexical content (10%). Affirmative indicators were mostly used for integration-oriented knowledge sharing (42.31%); negation affirmation expressions were mostly used for conflict-oriented knowledge sharing (70%); and non-content indicators were mainly used for idea and information orientation. Shared knowledge was commonly achieved among group members through information addition, repetition and rephrasing, paraphrasing, causal and noncausal elaboration, correction of ideas and information recollection, and by establishing orientation to ideas and information from the group members. 3. Analysis of knowledge extension indicators There were 6,520 retrieved knowledge extension indicators, which comprised the following: additive 4,227 (63.54%), alternative 1,001 (15.05%), and adversative 1,424 (21.41%). Adversative indicators were more frequently used for knowledge construction compared to additive (33% versus 16%; LL 32.58, p < 0.01) and alternative indicators (33% versus 13%; LL 95.74, p < 0.01). The students commonly used additive indicators for simple, temporal, causal-conditional, elaborate, contrastive, and indefinite additions. Alternative indicators were commonly used for offering alternative questions and ideas while adversative indicators were frequently used to link elaborative, contrastive, concessional, and causal-conditional clauses. 4. Analysis of knowledge enhancement indicators A total of 6,402 indicators were retrieved. The most frequent among the retrieved 6,402 indicators were because, so, as, when, and that. Between 16.94% and 29.24% of the indicators were used for knowledge co-construction. The most frequent indicators’ functions were conditional, extension, report, consequence, inference, and feature specification. The reporting functions regularly concerned biomedical theory, previous peer knowledge, research evidence, professional opinion, as well as cognitive tools and criticism; extension function related to biomedical knowledge; and feature specification functions involved biomedical attributes and explanation; the conditional functions were frequently used to state logical conditions for disease presence, manifestation, and treatments; the inferential functions were more consistently used to link biomedical deductions to their premise; and the consequential functions commonly related to the linking of physiological mechanism and organ function to their respective consequences. II: Results of facilitators’ talk analysis The subcorpus contained 27,743 words. The most frequent content comprised biomedical science and cause-effect vocabularies. 1. Facilitators’ questions There were 35 types of question indicators. The facilitators asked 0.78 lower-order questions per 100 tokens, and 0.25 higher-order questions problem-based per 100 tokens. The questions functioned to stimulate elaboration, elicit information, prompt students, and the offering of suggestions. 2. Analysis of directive expressions ‘Should’, ‘have to’, ‘need’, ‘supposed’, ‘would’, and ‘can’ directive expression indicators were found to be most frequent. They were used to mark expectation, indirect question, and they were commonly used to preface requirement, exhortation, and intention. The indicators functioned frequently to facilitate group process (53.45%) and direct learning (42.00%). 3. Analysis of probability expression indicators There were of 27 types, out of which 9 were frequently occurring. The probability expression indicators were frequently used to mark possibility, prediction, hedging, and logical deductions. The indicators functioned to preface content information given to the students, to mark process facilitation remarks, and to mark facilitators’ questions. Discussion and conclusion The study demonstrated the feasibility of using corpus linguistics to study medical students’ knowledge construction talk; provided evidence of knowledge construction through prior knowledge mobilisation, knowledge extension, and enhancement; and signified the attainment of shared knowledge. The facilitators frequently asked lower-order questions; the directive expressions indicators were used to mark content-related and learning behaviour expectations and requirements; and the probability expression indicators were frequently used to mark content information given to the students. This study shows that students construct knowledge in their PBL tutorials. The pedagogic issues that emerged from the study relates to subversion of the PBL facilitation principles. A wholistic understanding of the factors that affect the behaviours of the facilitators in the classroom is important to resolve this problem. This may involve tutor pedagogic education and recalibration of administrative policies and institutional culture to provide an enabling environment for PBL instructional approach.
12
Wong, Fuk-kin Joe. "Evaluation of the effectiveness of problem-based learning in economics." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601630.
13
Stanley, Ethel D. Karash Rhodes Dent. "A problem based approach to undergraduate biology education." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276406041&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202156244&clientId=43838.
Abstract:
Thesis (Ed. D.)--Illinois State University, 2006.Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent M. Rhodes (chair), Barbara Nourie, Kenneth F. Jerich. Includes bibliographical references and abstract. Also available in print.
14
Pedersen, Susan Jane. "Cognitive modeling during problem-based learning : the effects of a hypermedia expert tool /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
15
Abdullah, Fadzidah. "An evaluation of Problem Based Learning in architectural education." Thesis, University of Strathclyde, 2006. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21612.
Abstract:
This thesis is a case study that explores the implementation of Problem Based Leaming in architectural education. It aims to evaluate the appropriateness of Problem Based Learning for the pedagogical improvement and development of architectural education. The relevant literature from architectural education and the Problem Based Learning pedagogical approach, were used to identify the critiques and problems encountered in contemporary architectural education and to analyse the potential of Problem Based Learning in architectural education. The research questions look at why the implementation of Problem Based Learning in the Faculty of Architecture, the Delft University of Technology, the Netherlands, could not be considered as a complete success. This proposition required further analysis that led to the formation of research procedures focusing on three issues: identifying the research strategies, selecting interviewees and documentation review as data collection methods, and choosing content analysis as the main analysis method. The results of the analysis confirmed that the implementation of Problem Based Learning at TUDelft was not a success, due to resistance from academic staff and their misunderstanding of the true philosophy of the educational approach. From this analysis, the thesis then discussed how to adapt Problem Based Learning for use in architectural education, and which direction architectural research should go next, to improve the pedagogy of architectural education as a whole.
16
Wong, Fuk-kin Joe, and 黃福建. "Evaluation of the effectiveness of problem-based learning ineconomics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958825.
17
Leung, Wai-kin Kenneth, and 梁偉健. "Investigating problem-based learning with ICT in elementary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29622803.
18
Connolly, Deirdre. "Problem-based learning from the far side : students' perceptions." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443012.
19
Reddy, Sarasvathie, and Sioux McKenna. "The Guinea pigs of a problem-based learning curriculum." Routledge, 2016. http://hdl.handle.net/10962/66730.
Abstract:
Publisher versionParticipants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as ‘Guinea pigs’ at the mercy of a curriculum experiment. This article interrogates and problematises the ‘Guinea pig’ identity ascribed to and assumed by the first cohort of students who undertook a PBL curriculum. The article suggests that a range of issues may have come into play in the unfortunate events reported on here, and focuses on the participants’ reported experiences of marginalisation during their clinical education modules in the hospital wards. The impact of power differentials on identity formation was found to be exacerbated by the ‘Guinea pig’ characterisation.
20
Davids, Nawaal. "Understanding facilitator practice in the problem-based learning classroom." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6871.
Abstract:
This study looks at eight individual PBL facilitator cases in the field of medical education at the University of Cape Town (UCT). The aim of this study is to gain an understanding of what affects facilitation practice in a problem-based leaning (PBL) classroom. The facilitators come from various backgrounds and have different levels of knowledge and experience. They are, however all employed in a course on a part-time basis during the second semester of the MBChB first year programme. Each facilitator was observed during their facilitation of a PBL tutorial and thereafter they were interviewed about their actions in the classroom. Bourdieu's theory of practice was used as the theoretical and descriptive framework in this study of educational practice in PBL. Bourdieu speaks of 'habitus' or the 'dispositions' of facilitators that influences their practice. He describes the 'field' as the specific area where interactions occur that are shaped by the habitus of its participants and in turn shapes their habitus. He also describes 'capital' or assets that the facilitators may possess from their previous or current fields that shape the interactions in a field. This theory offers insight about who the facilitators are, how they behave in the teaching practice setting and provides an understanding of what contributes to their practice in PBL. The findings are that facilitator actions in the classroom were shaped by a number of factors including their personalities, social backgrounds, qualifications, experience, beliefs and perspectives, their fields of practice as well as the medical education field at UCT with its institutional factors and values. Theory of practice not only illustrates the principles underlying facilitator practice in the PBL classroom, but allows a description of the interactions between unique facilitator dispositions, experiences, assets and values within a field of medical education. This study forms the basis for future studies in the area of PBL facilitator practice and will contribute to improved staff development, placement and appreciation of PBL facilitators.
21
Khoiriyah, Umatul. "ENHANCING STUDENTS’ PROBLEM -BASED LEARNING STRATEGIES THROUGH SELF-ASSESSMENT." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15867.
Abstract:
Active student participation is critical to successful Problem Based Learning (PBL). Self-assessment is one potential solution that might reduce students’ dysfunctional behaviour affecting the quality of PBL tutorials, which in turn impacts on the achievement of PBL goals. However, there is no convincing theory explaining how self-assessment works in PBL. Some self-assessment tools do exist; however, there is not yet sufficient validity evidence to support their underlying theoretical constructs. To fill this gap, this thesis explores the relevant theories and investigates the ways in which self-assessment can be promoted within the PBL process. This includes the development of a validated self-assessment tool that would assist students’ learning in PBL tutorials. The study was conducted using a mixed-method design in four stages among pre-clinical students at the Faculty of Medicine at the Islamic University of Indonesia (FM IUI), Yogyakarta, Indonesia. In the first stage, semi-structured interviews were conducted with 10 students and 10 tutors, who were all experienced in PBL tutorials, in order to investigate the relationship between students’ self-assessment and learning in the PBL process. The analysis was undertaken from a self-regulated learning (SRL) theory perspective. The findings revealed that students employed learning preparation by analysing the task and developing personal learning goals prior to the tutorial performance. During the tutorial performance, students displayed three skills: reasoning, teamwork and self-directed learning (SDL). Students conducted an unstructured self-assessment of their learning by applying self-observation, self-judgement and self-reaction. In conducting all of these activities, students required support from peers, tutors and the faculty. Students also found that PBL tutorials and self-assessment activities had impacts on their study behaviour. In the second and third stages, respectively, the development of the self-assessment tool was conducted via two processes: namely, Scale Construction and Scale Finalisation. First, 80 Likert scale items were developed based on the findings in stage 1 and consideration of scale items developed in previously published studies. Fifteen experts and 30 students were then invited to review the results. This process reduced the item pool to 37 items, which were then tested on 256 third- and fourth-year students. By applying item analysis and exploratory factor analysis (EFA), two factors were identified as underlying the developed tool. These factors theoretically connect with domains underlying the blueprints (reasoning, teamwork and SDL). As a result of this process, 29 items were retained. Next, 238 students from the first and second years used this 29-item tool. The data was then analysed using confirmatory factor analysis (CFA), by which a 2-factor model with 14 items was identified, with fit indices criteria showing a good fit of the model to the data. This model also showed good internal consistency (Cronbach alpha coefficient > 0.8) for each sub-scale (the Active Learning and Critical Thinking sub-scales). The scale, which is labelled as the Self-Assessment Scale of Active Learning and Critical Thinking (SSACT), was also stable when applied to two independent samples. The process of Scale Construction and Scale Finalisation provided evidence that the finalised tool (SSACT) had valid content and a good internal structure. Stage four was conducted to evaluate the initial learning impacts after a short implementation of the self-assessment tool (SSACT) through semi-structured interviews with 11 students. The findings indicated that the implementation of this tool in relation to the PBL tutorials helped students to apply self-regulatory processes. It also increased students’ knowledge about the tutorial process and increased students’ motivation in regard to improving their tutorial performance. The tool also empowered students’ positive behaviour during PBL tutorials. It enabled students to adjust their learning plans in terms of the learning strategy they applied during self-study. Interestingly, although the implementation of this tool was conducted as a research activity and without support from tutors or faculty, students became more aware of the kinds of support that they would need from tutors and faculty in order to maximise the benefits of the tool. Viewed through a framework that places SRL theory, expert learning and constructive-learning regulation concepts in a PBL context, the developed tool (SSACT) explicitly links the students' self-assessment strategies with their learning preparation and their tutorial performance, all of which constitute a learning cycle. Using the tool, students observed and judged their tutorial performance. They then took appropriate action in the next learning preparation. The learning cycle was mainly directed by students’ motivational and metacognition (knowledge and regulation) states. The tool appeared to stimulate students to regulate their learning by applying metacognitive regulation with the aim of improving their tutorial performance in order to meet the goals of the PBL. This was mediated by the increase in students’ motivation and metacognitive knowledge, and induced behavioural changes during the tutorial performance. The utility of the tool, in assisting students to improve their tutorial performance, required the availability of educational supports that further enhanced students’ motivation and metacognitive knowledge. The present study has resulted in a self-assessment tool with sufficient validity evidence. This work also provides an understanding of the connection between self-assessment and SRL. It extends the SRL model, expert learning and constructive-learning regulation concepts by placing these models in the context of self-assessment implementation in PBL tutorials. This work extends the SRL model by providing a greater understanding of the role of metacognitive knowledge and regulation in each phase of the model. It extends expert learning and constructive-learning regulation concepts in relation to the connection between motivation, metacognitive knowledge and regulation and their contributions in influencing students’ PBL tutorials.
22
Wesolowski, Meredith C. "Facilitating problem based learning in an online biology laboratory course." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 150 p, 2008. http://proquest.umi.com/pqdweb?did=1601519971&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.
23
Knelly, Leah J. "Development of a problem-based learning classification rubric for community college instruction /." Connect to this title online, 2006. http://hdl.handle.net/1957/3882.
24
Guerrera, Claudia P. "Testing the effectiveness of problem-based learning with learning disabled students in biology." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38197.
Abstract:
The purpose of the present study was to investigate the effects of problem-based learning (PBL) with learning-disabled (LD) students. Twenty-four students (12 dyads) classified as LD and attending a school for the learning-disabled participated in the study. Students engaged in either a computer-based environment involving BioWorld, a hospital simulation designed to teach biology students problem-solving skills, or a paper-and-pencil version based on the computer program. A hybrid model of learning was adopted whereby students were provided with direct instruction on the digestive system prior to participating in a problem-solving activity. Students worked in dyads and solved three problems involving the digestive system in either a computerized or a paper-and-pencil condition. The experimenter acted as a coach to assist students throughout the problem-solving process. A follow-up study was conducted, one month later, to measure the long-term learning gains. Quantitative and qualitative methods were used to analyze three types of data: process data, outcome data, and follow-up data. Results from the process data showed that all students engaged in effective collaboration and became more systematic in their problem solving over time. Findings from the outcome and follow-up data showed that students in both treatment conditions, made both learning and motivational gains and that these benefits were still evident one month later. Overall, results demonstrated that the computer facilitated students' problem solving and scientific reasoning skills. Some differences were noted in students' collaboration and the amount of assistance required from the coach in both conditions. Thus, PBL is an effective learning approach with LD students in science, regardless of the type of learning environment. These results have implications for teaching science to LD students, as well as for future designs of educational software for this population.
25
MacDiarmid, Carole. "Interaction and engagement in problem-based learning sessions : a corpus-based analysis." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8327/.
Abstract:
This research is motivated by the need for a better understanding of the nature of student-centred interactions in university settings. Although there is now a considerable amount of research into written academic English, studies of spoken academic English, particularly of student-centred, disciplinary-specific events, are still relatively few in comparison. This work aims to go some way towards redressing the balance. The study provides a description of a variety of linguistic features of one type of speech event, problem-based learning sessions (PBLs), within the context of a postgraduate programme in Medical Genetics. PBLs are underpinned by a very clear pedagogy driving their incorporation into academic programmes: through a cycle of tutorials, individual research and presentations, students develop content knowledge and the skills thought essential for the professional practitioner. Although common within the field of medicine, there has been relatively little research into how the discipline and pedagogy are realised linguistically. This study analyses a specially compiled corpus of five complete PBL cycles, each with two stages. It comprises over 12 hours of speech, approximately 115,000 words and is searchable as a whole and for each stage. By applying a variety of approaches, including Conversation Analysis (CA), Corpus Linguistics, and aspects of Discourse Analysis, this allows for a more detailed and fine-grained analysis of student discourse than one approach alone. Applying CA, the study identifies features of the overall organisational structure and the different patterns of talk found in each stage. Academic functions common to the stage two presentations are also identified. The corpus-based analysis investigates three specific linguistic areas: keyword analysis is used to explore vocabulary as a marker of the discipline and approach, personal pronouns as markers of engagement, and the structural and discourse functions of lexical bundles. The investigation into how the interactions unfold and the consideration of keywords reflect the discipline and underlying epistemology of PBL sessions. Clear differences in the frequency and use of personal pronouns and lexical bundles are evident in each stage, indicating that both the mode (spoken) and the nature of each speech event (highly interactive exchanges or presentations) affect linguistic choices. This study of a bespoke corpus provides an in-depth analysis of a disciplinary-specific, student-centred speaking event. This may be useful for EAP teachers and task and materials designers working with students on pre-sessional programmes who need academic language support. Methodologically it adds to the growing number of studies taking a multidimensional approach (i.e. in methodology and focus) to understanding spoken academic discourse.
26
Shaw-Hones, Gayle E. Haslam Elizabeth L. "Learning to solve problems within a pharmaceutical organization : designing problem and story-based constructivist e-learning environments /." Philadelphia, Pa. : Drexel University, 2008. http://hdl.handle.net/1860/2827.
27
Block, Susan M. "A study of the feasibility of implementing a problem-based learning format in the undergraduate dietetics curriculum at the University of Wisconsin-Stout." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998blocks.pdf.
28
Renard, Deborah Sember. "From awareness to implementation : preservice teacher growth-over-time in readiness to intervene on status problems in their classroom /." connect to dissertation online, 2009. http://pqdtopen.proquest.com/#abstract?dispub=3342151.
29
Bailey, Jessica Harpole. "The socialization of medical students in a problem-based learning environment /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036804.
30
Almasoudi, Bandar M. "Problem-Based Learning as a Teaching Method Versus Lecture-Based Teaching in Respiratory Therapy Education." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/rt_theses/13.
Abstract:
ABSTRACT
BACKGROUND: Although Problem-based learning (PBL) approach is a common teaching technique in medical education, its use in the field of respiratory therapy is somewhat controversial. With so many programs adopting PBL strategies, it is important to examine whether there are differences between PBL and traditional teaching approaches in regards to learning outcomes. Therefore, the purpose of this study was to investigate if there are any significant differences between PBL and lecture-based program students in their cognitive abilities in mechanical ventilation.
METHODS: Two universities with BS programs in respiratory therapy were chosen—one uses PBL (15 participants) and on uses lecture-based method (24 participants). All 39 participants were given10 multiple-choice questions related to mechanical ventilation derived from the NBRC RRT written exam forms (C & D) as a pre and a post test.
RESULTS: The dependent t-test showed a significant difference between the pre and post test of the lecture-based and the PBL groups, resulting in a p value of 0.006 and 0.025 respectively. The independent t-test showed a significant difference in the pre-test favoring the lecture-based group (p = 0.039). However, the independent t-test showed no significant difference in the post-test (p=0.085)
CONCLUSIONS: PBL is increasing in popularity despite the fact that studies of its efficacy have been thus far inconclusive. This study has shown PBL to be effective, but not significantly more effective than traditional lecture-based methods in regards to objective test scores.
31
Moss, Laura Jean. "The use of dynamic geometry software as a cognitive tool /." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992879.
32
Roberts-Woychesin, Jami. "Understanding 3-D Spaces Through Game-based Learning: a Case Study of Knowledge Acquisition Through Problem-based Learning in Minecraft." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804920/.
Abstract:
The primary purpose in this case study was to explore the use of three-dimensional virtual spaces via the use of the game Minecraft as a teaching tool. The case study examined the effectiveness, self-efficacy, and social interaction of students when using such a tool in the teaching and learning process. The research analyzed knowledge acquisition through various deliverables such as benchmark pre and post exams, student discourse, and tangible objects created from the lessons by the students. Students were enrolled and participated in a summer camp offered from Arts and Technology Institute in North Texas. The camp utilized Minecraft to teach architecture types. Students learned about pyramids (Egyptian and Aztec), Roman/Greek architecture, Gothic architecture, and Post-Modern Architecture. Each day students were exposed to a different them of architecture and were tasked with building a world that was in the theme of an assigned type of architecture. Fifty-nine school age students ranging in ages from eight to twelve years old participated fully in the study. The students were not grouped by age, but instead self-selected partners with which to work during the course of their creations. Results show that students who participated in the Minecraft driven course were highly engaged and reported a positive experience during the course of learning. Participants worked cohesively to achieve common goals and problem solve during the course of project completion. Participants freely participated in discourse that was on the topic of the lesson, as well as, offered suggestions for improvement and solicited ideas from other participants. Pre and posttest results yielded an improvement in knowledge acquisition regarding general knowledge of architecture types. Many students frequently used the word “Fun” to describe their learning experience as cited in their daily blog entries. The research strived to show that using Minecraft as a teaching tool can create an environment in which students are highly engaged and are afforded an opportunity to learn material in a way that students can see as an applicable reason for learning. Results of this research evidence Minecraft as a tool in learning yields an atmosphere in which students take ownership of their learning and work in concert with other members of the classroom to yield positive learning outcomes.
33
Mayer, Christine L. "An analysis of the dimensions of a web-delivered problem-based learning environment /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144439.
34
Bunting, Margaret. "Medical education & problem-based learning : collaboration, contradiction & conflict." Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/59464/.
Abstract:
This is a phenomenological study about problem-based learning (PBL) in medical education. Whilst there are strong arguments for PBL having a key presence in today's undergraduate medical curriculum, there is little empirical evidence to show whether or not students fully engage in the opportunities that advocates of PBL claim it offers. This study was approached from the viewpoint that it is important to establish the students’ interpretation and acceptance of PBL, as they are, in practice, the key protagonists. Eleven in-depth, one-to-one, semi structured interviews with medical students offered the main focus for exploring PBL as a phenomenon, but additional sources of evidence were included; observation of PBL sessions, photographs of student study areas, copies of student note taking, and data on a student's weekly study activity. The students' narratives from the interviews, and additional sources of data, enabled a detailed exploration of PBL. Further analysis of the data took place against the backdrop of literature on PBL. The data suggest that whilst students were identifying some of the opportunities that PBL affords, there were a number of constraints and conflicts which were affecting their learning and that, at times, this was leading to a sense of frustration. This study supported the view of PBL as a pragmatic solution for designers of undergraduate medical education because, within PBL's methodology, it promotes self-directed learning, which can be closely tailored to the programme objectives. However, if the adopted process of PBL leads to an emphasis on participation over that of construction of knowledge, medical students can be left feeling frustrated by PBLs seemingly inefficiency. The findings of this study suggest that PBL can address relevant learning objectives for preparing students to be doctors but its methodology is, at present, not successfully competing against the heavy presence of knowledge based assessments within a medical curriculum.
35
Wong, Kin-hang, and 黃健行. "Implementation of problem-based learning in junior secondary science curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193087.
Abstract:
Recent curriculum reforms in Hong Kong emphasize learning how to learn, inquiry, collaboration, and similar capabilities. Problem-based learning (PBL) seems an appropriate approach for addressing these new requirements. However, little is known about the use of PBL in secondary (middle) schools, particularly in East-Asian countries in which Confucian-heritage values influence learning approaches. Therefore, the goal of this research was to provide a systematic account of an attempt to implement PBL in Form 1 (Grade 7) Integrated Science classes.
The study investigated the teachers’ pedagogical actions, the aspects of the PBL environment that helped to motivate students in science learning, their pattern of discourse for science development and the possible differences of their learning outcomes compared with PBL and conventional learning conditions.
A quasi-experimental and mixed-method approach was employed to gather data from two experimental classes (n = 62) and two control classes (n = 63). Data sources included field notes of classroom observations, audio recordings of students working in small groups on their PBL problems, interviews with teachers and students, and science tests administered immediately prior to each instructional unit (pre-test), at the conclusion of each unit (post-test), and before the school term ended (delayed post-test).
The study has five main findings: (1) PBL teachers used different strategies to help students who were new to PBL to adapt to the new pedagogical practice, to facilitate group confrontation, and to help students become self-directed learners. (2) Choice, challenge, control and collaboration seem to have motivated students’ learning in the PBL classrooms. (3) Disagreements about the problem situations stimulated task-related cognitive activity and resulted in academic progress. (4) Students’ questions during collaboration facilitated learning by directing their’ inquiry and expanding their thinking. (5) Science test results show that the PBL group performed at least as well as the traditional learning group in knowledge acquisition, and that PBL helped the high achievers to retain information better than their peers in the traditional learning group.
The study provides valuable information that shows how PBL can work in secondary school science classrooms. Implications for future research on PBL, and its practice in secondary school science, are also outlined.published_or_final_version
Education
Doctoral
Doctor of Philosophy
36
Kinkade, Scott Edward. "A Content Analysis of Medical School Problem-Based Learning Cases." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984174/.
Abstract:
Problem-based learning (PBL) was developed for use in medical education to incorporate more active, learner-centered instruction. Central to problem-based learning is the problem, which in medical education is usually case a case presentation, revealed in stages to allow learners to form and research learning objectives. The purpose of this study was to identify themes present across the PBL cases, including the patient-centeredness of the cases. Content analysis was used to examine 62 PBL cases that comprised the first and second years' core curriculum at a public medical school. The cases included a patient population similar to the local population, but care was more hospital-centric than would be expected from the actual patterns of medical utilization in the United States. Analyzing along two axes of patient-centeredness, the PBL cases demonstrated a good understanding of the patient (knowing the patient), but other qualities such as shared decision making was not as exemplified. Medical educators can use the results to understand elements that contribute to patient-centeredness and apply the analysis framework to evaluate future cases.
37
Blackwell, Mary Alice. "An Undergraduate Theatre History Course Design Utilizing Problem-Based Learning." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1188.
Abstract:
This thesis was written to provide an alternative teaching model for an undergraduate theatre history class. The course design, utilizing the Problem-Based Learning educational model, aims to create a student-centered, experiential theatre history class. The first section explores the history and evolution of the theatre discipline in academia. These chapters examine the expansion and transformation of the theatre curriculum within the discipline and higher education. The second part examines the history and the methodologies of Problem-Based Learning. Based on the philosophy of educator John Dewey, PBL is considered to be a non-traditional method of teaching and learning that encourages the development of self-directed learning and the acquisition of knowledge through experiential education. The final section describes the actual course design. Included in this section are the educational objectives of the class, examples of problems, assessment methods, and an examination of potential challenges in the design.
38
Guerrera, Claudia P. "Testing the effectiveness of problem-based learning through problem generation and problem solving with high school biology students." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23213.
Abstract:
The purpose of this study was to examine the effectiveness of problem-based learning (PBL) as an alternative teaching method in biology. Eighty-one, ninth grade biology students worked collaboratively in groups, of 2 or 3, to generate a fictitious patient case, which was then exchanged, for other students to solve. This process was repeated on two occasions. Data from pre/post questionnaires and groups' verbal and written protocols were analyzed. Results showed that certain cognitive processes strengthened over time. Significant improvements were also noted in the quality and content of students' written scenarios and solutions, and in students' interest in working collaboratively. Overall, this study confirms that PBL has numerous benefits and holds great potential as an instructional method in biology.
39
Gibbings, Peter. "Experience of problem-based learning (PBL) in virtual space : a phenomenographical study." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/26423/1/Peter_Gibbings_Thesis.pdf.
Abstract:
This thesis reports the outcomes of an investigation into students’ experience of Problem-based learning (PBL) in virtual space. PBL is increasingly being used in many fields including engineering education. At the same time many engineering education providers are turning to online distance education. Unfortunately there is a dearth of research into what constitutes an effective learning experience for adult learners who undertake PBL instruction through online distance education. Research was therefore focussed on discovering the qualitatively different ways that students experience PBL in virtual space.
Data was collected in an electronic environment from a course, which adopted the PBL strategy and was delivered entirely in virtual space. Students in this course were asked to respond to open-ended questions designed to elicit their learning experience in the course. Data was analysed using the phenomenographical approach. This interpretative research method concentrated on mapping the qualitative differences in students’ interpretations of their experience in the course. Five qualitatively different ways of experiencing were discovered: Conception 1: ‘A necessary evil for program progression’; Conception 2: ‘Developing skills to understand, evaluate, and solve technical Engineering and Surveying problems’; Conception 3: ‘Developing skills to work effectively in teams in virtual space’; Conception 4: ‘A unique approach to learning how to learn’; Conception 5: ‘Enhancing personal growth’.
Each conception reveals variation in how students attend to learning by PBL in virtual space. Results indicate that the design of students’ online learning experience was responsible for making students aware of deeper ways of experiencing PBL in virtual space. Results also suggest that the quality and quantity of interaction with the team facilitator may have a significant impact on the student experience in virtual PBL courses. The outcomes imply pedagogical strategies can be devised for shifting students’ focus as they engage in the virtual PBL experience to effectively manage the student learning experience and thereby ensure that they gain maximum benefit.
The results from this research hold important ramifications for graduates with respect to their ease of transition into professional work as well as their later professional competence in terms of problem solving, ability to transfer basic knowledge to real-life engineering scenarios, ability to adapt to changes and apply knowledge in unusual situations, ability to think critically and creatively, and a commitment to continuous life-long learning and self-improvement.
40
Gibbings, Peter. "Experience of problem-based learning (PBL) in virtual space : a phenomenographical study." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26423/.
Abstract:
This thesis reports the outcomes of an investigation into students’ experience of Problem-based learning (PBL) in virtual space. PBL is increasingly being used in many fields including engineering education. At the same time many engineering education providers are turning to online distance education. Unfortunately there is a dearth of research into what constitutes an effective learning experience for adult learners who undertake PBL instruction through online distance education. Research was therefore focussed on discovering the qualitatively different ways that students experience PBL in virtual space.
Data was collected in an electronic environment from a course, which adopted the PBL strategy and was delivered entirely in virtual space. Students in this course were asked to respond to open-ended questions designed to elicit their learning experience in the course. Data was analysed using the phenomenographical approach. This interpretative research method concentrated on mapping the qualitative differences in students’ interpretations of their experience in the course. Five qualitatively different ways of experiencing were discovered: Conception 1: ‘A necessary evil for program progression’; Conception 2: ‘Developing skills to understand, evaluate, and solve technical Engineering and Surveying problems’; Conception 3: ‘Developing skills to work effectively in teams in virtual space’; Conception 4: ‘A unique approach to learning how to learn’; Conception 5: ‘Enhancing personal growth’.
Each conception reveals variation in how students attend to learning by PBL in virtual space. Results indicate that the design of students’ online learning experience was responsible for making students aware of deeper ways of experiencing PBL in virtual space. Results also suggest that the quality and quantity of interaction with the team facilitator may have a significant impact on the student experience in virtual PBL courses. The outcomes imply pedagogical strategies can be devised for shifting students’ focus as they engage in the virtual PBL experience to effectively manage the student learning experience and thereby ensure that they gain maximum benefit.
The results from this research hold important ramifications for graduates with respect to their ease of transition into professional work as well as their later professional competence in terms of problem solving, ability to transfer basic knowledge to real-life engineering scenarios, ability to adapt to changes and apply knowledge in unusual situations, ability to think critically and creatively, and a commitment to continuous life-long learning and self-improvement.
41
Bradley, Teri A. "Middle School Students' Experiences in an Online Problem-Based Learning Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6175.
Abstract:
The purpose of implementing educational reform is to improve the academic achievement and social skills of graduating students, but evaluating the benefits of a particular instructional method or curriculum design can be complicated. In an online and problem-based learning environment that allows students to choose content and assessment projects and self-pace, the motivation of students to learn and their engagement in the learning process significantly influences the success of the program. This generic qualitative study focused on the experiences of middle school students participating in an online and problem-based educational setting. The study included interview data and self-evaluation questionnaires about students' levels of motivation and engagement. Vygotsky's zone of proximal development (ZPD), Bandura's theory of self-efficacy, Dewey's experiential learning theory and other motivational theories provided the conceptual framework for this qualitative study of personalizing learning in constructivist environments. The data were analyzed through inductive thematic analysis with constant comparison. The findings highlighted the student perspective and identified factors that influenced students' buy-in to this type of personalized education. The results from this study may be used to help teachers plan and design curriculum and instructional strategies that encourage student motivation to learn and engagement in the learning process. Students who are motivated to learn and engaged in the learning process are more likely to graduate from school with the knowledge and skills required to enter the workforce and become productive knowledge workers in a knowledge economy.
42
Kihlstenius, Therese. "Problem-based learning : A study of suggestions for solving learning difficulties presentedduring English lessons in the school context." Thesis, Mälardalen University, School of Education, Culture and Communication, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-9807.
Abstract:
This study aims to connect problem-based learning with the problematic aspects during English lessons in school. In this way, suggestions for solutions to these problems could be generated. The study took place at an upper secondary school located in the middle regions of Sweden. In this school six unstructured observations were done during the English lessons in order to locate the problematic aspects. The students who participated in this study were in the ages of sixteen to eighteen years old. The theoretical framework was based on literature on problem-based learning and learning in general. The essential features of problem-based learning have been summarized and connected with the problematic aspects and classroom activities from the observations. In this way, it has been possible to come up with suggestions for solutions to some problems, such as unwillingness to speak and lack of motivation among students. The conclusions in this essay are that the problematic aspects dealt with features, such as unwillingness to speak as well as that the students did not understand the learning materials and that the teacher was not supportive. The solutions for these problems dealt mostly with triggering motivation by presenting problem-solving tasks, working with interaction and metacognition and planning the tasks in accordance with the students’ zone of proximal development. Furthermore, the teacher should work as a guide in the classroom to help the students along the way. The students should also receive positive and constructive feedback from the teacher, which will improve the learning among the students.
43
Lin, Shih-Hua, and 林詩華. "A comparative study of student’s achievement by subject-based learning、problem-based learning and web-based problem-based learning." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/29337003318915620979.
Abstract:
碩士國立交通大學
理學院網路學習碩士在職專班
92
The purpose of present study is to propose a feasible and efficient teaching strategy to accomplish the goal of education reform. Three strategies, namely subject-based learning (SBL), problem-based learning (PBL) and problem-based learning incorporating the web-internet (WPBL), are proposed to study the topic of water rocket. Quasi-experimental design is used for collecting the necessary information of this study. The tools including an improved web-internet based two tier diagnostic examination of the fundamental concepts in the topic of water rocket, a questionnaire of learning altitude toward natural science and a questionnaire of PBL group discussion are employed in present study. The participants of this research come from three classes of grade 8th students of a public junior high school in Tau Yuan county. The students were divided into three groups, each group was taught by one teaching strategy respectively. The difference of the achievement among the students are analyzed and discussed in detail. Our result indicates that all three classes performed better in the post-test of science attitude, while only the class taught by WPBL is able to progress significantly. In the post-test of web-based- improved-two-tier diagnostic examination, both classes taught either by SBL or by WPBL achieve better significantly, especially the progress of the latter is more prominently. For the PBL group discussion questionnaire, the response of the class taught by PBL and the class taught by WPBL are quite well. The average grade of the class taught by WPBL was higher than the class taught by PBL, however, the difference between these two classes does not manifest significant level.
44
Pan, Tsung-Chun, and 潘宗駿. "Scaffolding-based Gamification Learning System for Problem-based Learning." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/6zgvsa.
Abstract:
碩士國立臺中教育大學
資訊工程學系
103
In elementary school natural science electric circuit teaching process, the majority is centered on the teacher and teaching material, the teacher teaching multi-deviation explanation way teaching, only taught that the learner tests the operating mode and experimental result has not provided the learner initiative study ponder, annotates the electric circuit concept by the memory experimental technique and natural phenomenon voluntarily. How to train the learner initiative study ponder and problem solve ability, the teacher must give the learner to ponder and at the right moment back coupling suitably. But the instructional scaffolding in process of study, can provide the learner to ponder and solve the issue correctly the direction, the study setback that the simplified issue reduces the learner. In addition, the game study by the teaching use, can initiate the academic motivation and interest of student gradually , to promote the study result of learner. This research mainly aims at the elementary school natural sciences electric circuit study unit teaching design homepage learning system, the goal is inducts the scaffolding and game in the problem-based learning studies the characteristics, initiates the academic motivation of student, make the problem solve in view of the content knowledge that the learner learns, the learner may study because of the scaffolding auxiliary , helping to solve the problem, increases the learning interest of student, reduces student's setback in study, finally lets each student to achieve the study goal. This research before the circuit unit teaching carries on measures tests, end of course after carrying on measured that the goal is to collect the empirical datum carries on the analysis, and learner game learning process record in the study file of learner, the observation analysis uses the course that the situation of scaffolding and answered, making the student achieve the study goal.
45
Guo, Ting-Lun, and 郭庭綸. "Integrating Game-based Learning and Problem-based Learning to Build Flipped Learning Platform." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/36542749616441681111.
Abstract:
碩士淡江大學
資訊工程學系碩士班
103
At present, most students do homework that is the way of traditional. Teachers design homework in most cases. It lacks of interactivity, so that students with poor willingness learn and lack of thought. They wait for teacher to tell the next step. When students encounter new problems, because they lack the ability of interpreting the subject, they can’t effectively applied the knowledge on new problems. In this thesis, using game learning system to improve learning motivation, then using problem-based learning to design game problem. Through situational problem, students can interpret the meaning of problems and then solve the problem. In addition, students can view the self-learning process and build learning goal. Finally, they are able to reach self-directed learning. In this thesis, using item response theory to analysis the response of patients in questionnaires and further investigate its causes and subsequent coping. Using of the decision tree algorithm to analysis the correlation between students'' performance and game performance. Finding the factor of student learning efficiency through specify classification module. These factors can provide teachers and students with suggestions.
46
Sen, Gupta Tarun Kumar. "Problem based learning using ambulatory patients." Thesis, 2005. https://researchonline.jcu.edu.au/1325/1/01front.pdf.
Abstract:
Introduction: Problem based learning (PBL) tutorials based on ambulatory patients were conducted for year 5 medical students undertaking their General Practice rotation. The students, who had little prior experience of PBL, participated in two sets of PBL tutorials over the four-week course, in addition to traditional seminars, tutorials, and practice-based teaching. Cases were constructed around real patients with ongoing problems which were often evolving or incompletely explored. Working in a PBL format students explored dimensions of the case, with access to the patient and other resources including health workers involved in the case, the medical record, and a house call. At the end of the week students presented the case and their recommendations for management and summarized this in a letter which formed part of the medical record.
Methods: Sixteen PBL tutorials with eight groups of students were formally evaluated by a combination of student and tutor questionnaires, direct observation, and interviews with patients and tutors. All tutorials were observed by an experienced independent rater, using a validated instrument. Students completed questionnaires at the completion of each problem and participated in a focus group at the end of the rotation. Tutors completed a Group Assessment Schedule and were interviewed by a research assistant after each tutorial. The same research assistant interviewed the patient and the clinician responsible for the patient's care, probing their perception of the PBL process, the students' learning, and any positive or negative impacts on the patient's health care.
Results: Students enjoyed the group work, but had mixed feelings about the PBL format. Groups struggled with the new approach but many saw the value of exploring a problem widely and holistically. Group characteristics such as leadership and prior experience of PBL, along with tutor factors had a major influence on the outcome. Groups and tutors adopted a variety of strategies to overcome problems with the new approach. Most groups undertook an appropriate range of PBL-related tasks, although self-evaluation occurred rarely, and groups did not make full use of available resources.
Students valued the real patient contact and authenticity of the case. The patient interview was seen as a key part of the process, providing students with rich information and immediate feedback. House calls, when undertaken, provided students with many insights which were often unexpected and only appreciated in retrospect. A standardized approach was developed to case design, tutor training, and implementation of tutorials. The most suitable cases were those that were evolving or incompletely explored, with a number of dimensions to investigate, and with a level of complexity appropriate to the students' prior knowledge. The use of real patients was seen as engaging, stimulating and contextually deep, providing immediate feedback and an opportunity to integrate and apply learning. Most students felt that this approach emphasised thinking, creativity and holistic care. The authenticity and opportunity to potentially contribute to patient care created an encouraging learning environment. Patients were willing to take part, with none reporting any adverse effects.
Discussion: This approach appears to be consistent with the literature on PBL and the use of real patients, and extends the literature on clinical PBL by describing the added value of real patients and making specific recommendations on case selection, tutorial design and delivery and educational outcomes. There was an apparent mismatch between the educational innovation and student experiences, but tutors and groups worked together to resolve these issues. This approach is consistent with trends towards community-based education, teaching holistic care, and the use of the patient's voice. It appears suitable for clinical teaching in a variety of settings providing suitable patients matched to the learning objectives can be identified, although further work is needed to address this question.
47
Haith-Cooper, Melanie. "An exploration of tutors' experiences of facilitating problem-based learning. Part 2 - implications for the facilitating of problem based learning." 2003. http://hdl.handle.net/10454/2652.
Abstract:
This paper is the second of two parts exploring a study that was undertaken to investigate the role of the tutor in facilitating problem-based learning (PBL). The first part focussed on the methodological underpinnings of the study. This paper aims to focus on the findings of the study and their implications for the facilitation of PBL.
Six essential themes emerged from the findings that described the facilitation role. The tutors believed that their facilitation role was essentially structured around the decision of when to intervene and how to intervene in the PBL process. Modelling and non-verbal communication were seen as essential strategies for the facilitator. Underpinning these decisions was the need to trust in the philosophy of PBL. However, within many of the themes, there was a divergence of opinion as to how the role should actually be undertaken. Despite this, these findings have implications for the future role of PBL facilitators in Health Professional Education.
48
Chang, Ling-Chu, and 張玲珠. "A Distributed Cooperative Problem-Based Learning System." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/31268492293389521938.
Abstract:
碩士國立臺灣師範大學
資訊教育研究所
92
The purpose of this study is to investigate the effects on learning achievements and learning attitude of senior high school students using Distributed Cooperative Problem-Based Learning System. We implemented a “Distributed Cooperative Problem-Based Learning System” to support online learning. Three classes of senior high school students were randomly assigned into three groups designed for different learning strategies. Experimental group A shared information with three classes, Experimental group B shared information in one class, Controlled group did not share any information in their class. The analyzing method used in the effect on learning achievement is two-way analysis of covariance and the method for learning attitude is chi-square test. We also concerned the online cooperative learning community’s communication process. From the experimental results, we observed that the effects on learning achievements are not different among different learning gruops. The learning attitude are different toward course designed by PBL. The communication process was for the most part of “Ideal” and “symmetric interaction”.
49
(6996329), Garrett M. O'Day. "Improving Problem Solving with Retrieval-Based Learning." Thesis, 2019.
Abstract:
Recent research asserts that the mnemonic benefits gained from retrieval-based learning vanish for complex materials. Subsequently, it is recommended that students study worked examples when learning about complex, problem-centered tasks. The experiments that have evaluated the effectiveness of studying worked examples tend to overlook the mental processing that students engage in when completing retrieval-based learning activities. In contrast, theories of transfer-appropriate processing emphasize the importance of compatibility between the cognitive processing required by the test and the cognitive processing that is activated during learning. For learners to achieve optimal test performance, according to transfer-appropriate processing, they need to study in such a way that they are engaging in the same mental processing that will be required of them when tested. This idea was used to generate testable predictions that compete against the claim that the retrieval practice effect disappears for complex materials, and these competing predictions were evaluated in three experiments that required students to learn about the Poisson probability distribution.
In Experiment 1, students learned the general procedure for how to solve these problems by either repeatedly recalling the procedural steps or by simply studying them. The retrieval practice condition produced better memory for the procedure on an immediate test compared to the study only condition. In Experiment 2, students engaged in the same learning activities as Experiment 1, but the test focused on their problem- solving ability. Students who practiced retrieval of the procedural steps experienced no benefit on the problem-solving test compared to the study only condition. In Experiment 3, students learned to solve Poisson probability problems by studying four worked examples, by studying one worked example and solving three practice problems, or by studying one worked example and solving three practice problems with feedback. Students were tested on their problem-solving ability one week later. The problem- solving learning activities outperformed the worked example condition on the final problem-solving test. Taken together, the results demonstrate a pronounced retrieval practice effect but only when the retrieval-based learning activities necessitated the same mental processing that was required during the final assessment, providing support for the transfer-appropriate processing account.
50
Chan, Ju-Ching, and 詹如晴. "Apply Problem-Based Learning on Sharable Health Education Learning Material." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/92858352903302540382.
Abstract:
碩士臺北醫學大學
醫學資訊研究所
92
Health education is a life-science curriculum that is designed to motivate and assist people to maintain and improve their health. It provides a multi-dimensional learning environment for us to develop increasingly health-related knowledge, attitudes, skills and practices. In our traditional education system, we paid more attention on the enrollment examination than the knowledge itself, so the curriculum in health education is easily to be out of phase with real life and can’t reflect the actual situation. The rigid learning materials limit the learner’s aspiration and active process, which leads to the result of confining students’ participation in the process of solution health problem in real life. The idea of Health includes five dimensions: physical fitness, emotional fitness, social fitness, spiritual fitness and culture fitness. All fives dimensions contribute to the total well-being of the individual. Having good health is the largest fortune. Although Medicine is a highly professional technique, we can still explore the knowledge related to health and medicine by the way of Web-based learning. Recently, more and more people use Internet to search for health information, therefore the quality of the Web page should be based on authoritativeness and trustworthiness. It is very important that people learn to increase their health knowledge and the capability of solving problem, so that they can avoid the fear of disease. When the Internet breaks down the barriers of distance and time, people enter the Cyber Society. Network-based Learning becomes widespread, and there are many learning resources on the net. However, materials in different learning management systems cannot be reused and interoperable efficiently. It is difficult to generate personal education material and integrate heterogeneity learning information. Therefore, many organizations have been drafting a variety of e-Learning standards and specifications. In this research, we applied Problem-based learning (PBL) and created a Web-based Health education weight-loss course interoperable and shareable that conforms to ADL SCORM 1.2. The main purpose of this research is to design sharable health education learning materials for Consumer Health Information. Instructor guides students to learn the topics through the Internet. Following the “learning by doing” methodology, the students will increase their capability on gathering, organizing, and making good use of information. Our target is to integrate information into instruction, and to stimulate students to have the ability of active research, independent thinking and problem-solving. In this research, we have developed a Health Education e-Learning material that conforms to SCORM. We designed the instructions according to Grade 1-9 Curriculum guidelines in Health and Physical Education learning areas. Using SCORM, our Web-based Health Medicine learning materials can be sharable to other Learning Management Systems. Students can select adaptive assist material to learn. Through the Health Education e-Learning, the students will obtain health knowledge and understand that prevention is more important than treatment. Through Problem-based learning, students work cooperatively in groups to seek solution to real world health problems. PBL trains students to think critically and analytically, and let students find and use appropriate learning resources. With the experience of this research, we expect the public can get rid of disease-misunderstanding and social prejudice in the future and take care of themselves and others.